Mathematics Enhancement Programme TEACHING SUPPORT: Year 3

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1 Mathematics Enhancement Programme TEACHING UPPORT: Year 3 1. Question and olution Write the operations without brackets if possible so that the result is the same. Do the calculations as a check. The first four questions, a) to d), are straightforward; for example, (p18, Q3) d) ( 24 8) 4 = = 6 2 = 4 This is correct as, if we first calculate 24 8, we get ( 24 8) 4 = 16 4 = 4 Parts e) and f) cannot be written with brackets in this way. This is easy to see in f), where 72 ( 3 + 6) = 72 9 = 8 but ( ) is not equal to ( = = 36) Your students will learn later about the BODMA (or BIDMA) convention which states that in calculations, the order used to complete operations is Brackets Order (powers or roots, e.g. 2 2 = 2 2) or Indices Divide or Multiply Add or ubtract 1

2 2. Question and olution Fill in the missing numbers so that the equations are true, both horizontally and vertically. At this stage, we expect students to use some known factor facts; for example, 27 = = = = = = = (p19, Q4) As the column for 27 (first column) and the row for 18 (second row) have one number in common, it could be 1, 3 or 9. There are in fact a number of possible answers, but you could add in the constraint that, "1 is not allowed as a factor." This would mean that the first column would be and the third row would be or Using trial and error now gives the two possible answers: 3 X 8 6 = 4 3 X 12 9 = 4 X X X X 3 X 2 X 3 = 18 3 X 3 X 2 = 18 X X X X 3 X 4 2 = 6 = 27 = 16 = 9 3 X 4 2 = 6 = 27 = 16 = 9 3. Question and olution I thought of a number. I divided it by 7 and the result was 8, remainder 6. What is the number I was thinking of? The straightforward way here is to call the missing number x. Then the calculation is x 7 = 8 remainder 6 o x = = = 62 (p20, Q4) 2

3 4. Question and olution Which different 1-digit numbers could a, b and c be if a b c = 84? a + b + c = 14 and (p35, Q5) One approach would be to consider values of a, then values of b and c for each value of a; for example, a b c a = 1 b + c =13 b = 4, c = = 36 X o there are no solutions with a = 1. b = 5, c = = 40 X b = 6, c = = 42 X b = 7, c = = 42 X b = 8, c = = 40 X b = 9, c = = 36 X In a similar way, a = 2 gives no solutions, but when a = 3 b + c =11 b = 2, c = = 54 X o one solution is a = 3, b = 4 and c = 7. b = 3, c = = 72 X b = 4, c = = 84 To find any more answers, we would have to continue in this way. A more efficient approach would be to find the factors of o 84 = and this gives the solutions or

4 Hence there are six solutions: a b c based on based on Question and olution How many different results can you find? Use +,, or signs. (p45, Q3) Note that, with three signs there will be only 9 possibilities (so one of the options remains blank). The conventional method is to use BODMA: 70 + ( 10 3) = = 100 but if students haven't yet met this, calculating from the left hand side will give = 80 and 80 3 = 240 4

5 6. Question and olution Two different numbers can be rounded to 70 as the nearest whole ten. a) As these numbers all round to 70 to the nearest 10, any two of them would be a correct answer. b) The full list of numbers is (p49, Q4) 65, 66, 67, 68, 69, 70, 71, 72, 73 and 74 so the greatest difference is = 9. c) 65 and 70 is the only solution. d) Only 70 is a whole ten. Note that it is a convention that 65 rounds up to 70, to the nearest is in fact exactly half way between 60 and 70. This 'round up the middle number' rule applies for all rounding of numbers. 7. Question and olution The middle number is the product of the 4 numbers around it. (p64, Q4) It is tempting to guess a few numbers and see if they work, but the easiest logical method is to consider the last set of four numbers. Here Now, factorising, 640 = a a a b where a = and b = 640 = = ( ) ( ) ( ) =

6 and to put it in the form above, we could have 640 = (A) or 640 = (B) or 640 = (C) It is clear that (C) does not work as having = 640 would contradict the four numbers around 80 or 160. Now consider (B); here = 80 and = 2. Working on the right hand set of numbers, we would have or o 2 2 = 64 = 16 = 4 In the next set of 4 numbers, = 80 should equal 80 but this is not true. Hence (B) does not work. Thus (C) is the correct solution and we can see that satisfies each set of numbers in the diagram. = 4, = 10, = 2 8. Question and olution Create as many different 3-digit numbers as you can from the digits 1, 2, 3 and 4. Do not use a digit more than once in any number. In this question, we need to be logical and systematic. tart with the first digit: 1 H T U (p67, Q2) 6

7 o there are 6 3-digit numbers starting with 1. Exactly the same holds for numbers starting with 2, 3 and 4. Hence there are = 4 6 = 24 different 3-digit numbers using each of the digits 1, 2, 3 and 4 not more than once. 9. Question and olution Continue the sequences. For sequences, we need to find the 'rule' on which they are based. o here we have (p74, Q4) a) 1, 2 = 2 1, 4 = 2 2, 8 = 2 4, 16 = 2 8 and the rule is Using this rule, we obtain next number = 2 previous number 2 16 = 32, 2 32 = 64, 2 64 = 128, etc. b) 1= 1 1, 4 = 2 2, 9 = 3 3, 16 = 4 4, 25 = 5 5 The rule is n n when n is 1, 2, 3, 4, 5, 6, 7,... (The product of a number which has been multiplied by itself is called a square number.) Thus the next terms are 6 6 = 36, 7 7 = 49, 8 8 = 64, 9 9 = 81, = 100,... c) This is not so straightforward. If we look carefully, though, we can see that that is, = = = = = 8 next number = sum of previous two numbers in the sequence 7

8 This is known as a Fibonacci sequence. There are numerous examples of Fibonacci sequences in nature including the breeding pattern for rabbits (and also mice) in ideal conditions. The next terms are = 13, = 21, = 43, etc. Teaching point The number of petals in a flower often follows the Fibonacci sequence (there are very few flowers with 4 petals; 4-leaf clovers are considered lucky as they are very rare!) d) Again we need to look carefully and consider the difference in each term: equence: Difference: Now we can see that the rule is differences increase by one and hence the next terms are = 21, = 28, = 36, etc. 10. Question and olution Fill in the missing digits. * Possible answer a) Each one of these can be deduced from the logic of calculation; for example, (p94, Q3) iii) First note that in the sum the THOUAND digit can only be Working from the right hand side, the missing UNIT digit has to be 9. 8

9 Now we can see that the missing TEN digit has to be Finally, the HUNDRED digit has to be 8 (as we need to carry 1 into the thousands column) b) This is more of a challenge but able students will not only enjoy this but will be able to find many solutions. For example, we can see that, 1. The missing THOUAND digit in the sum has to be Check whether you can solve the puzzle with only the HUNDRED digit 'crossing ten'; for example, = We could look now for combinations from the remaining digits, 2, 3, 5, 7, 8, 9, that do not cross 10; for example, = 9, = We now have many solutions; for example, or (How many solutions can you find that take this form?) 9

10 11. Question and olution Which is more? How many more? Write subtractions and inequalities. This tests a number of concepts, especially place value and understanding of greatest, least, etc. (p97, Q3) a) = b) = c) = d) = e) = 0 (careful with this one!) f) = Question and olution Use every number on a dice only once in each subtraction, so that the subtraction makes sense and the difference is: (p103, Q4) 10

11 ome of these questions have many answers, but care is needed. We use only the digits 1, 2, 3, 4, 5 and 6 in the first two rows, but any digits in the final row; for example, e) Here 654 is the greatest number possible whilst 123 is the smallest, to give f) Now we need the sum to end in a zero, but this cannot be possible! Hence no answer! (Hungarians often set impossible questions in order to make students think.) 13. Question and olution Colour in the same colour shapes which are similar to i) rectangle 1 ii) rectangle 2 iii) rectangle 3. Use a different colour for each set of shapes. (p114, Q1) Note that, for rectangles to be IMILAR, the adjacent sides must be in the same ratio; for example, In RECTANGLE 1, the adjacent sides are in the ratio 1 : 2 and in RECTANGLE 4, the ratio is 2 : 4 which is equivalent to 1 : 2. Also, in RECTANGLE 5, the ratio is 2 : 4 (but using diagonal sides) and this is also 1 : 2. (We often write this as 2 : 4 1: 2, the sign ' ' meaning 'is equivalent to', but for Year 3 students, it is sufficient to say 'equal to' or 'the same as'.) The ratio of the sides in RECTANGLE 10 is 6 : 3 2 : 1. This is the same as 1 : 2 (but rotated by one right angle). RECTANGLE 12 is identical to RECTANGLE 1; they are congruent and hence also similar. Thus RECTANGLE 1, 4, 5, 10 and 12 are similar. 11

12 We can see that RECTANGLE 2 and 6 are similar (in fact, they are identical, with adjacent sides in the ratio 2 : 3) and RECTANGLE 11, with sides in the ratio 4 : 6 2 : 3 is also similar. RECTANGLE 3, 8, 9, 14, 16 and 17 are similar (they are all squares). RECTANGLE 11 (with sides in the ratio 4 : 6 2 : 3) and RECTANGLE 13 (with sides in the ratio 3 : 1) are not similar to any of the other rectangles. 14. Question and olution Write these numbers in the correct place in the diagrams. 0, 4, 13, 30, 72, 95, 100, 321, 679, 1000, 1006, 1027, 2000 a) Even Odd b) Whole tens Not whole tens c) 3-digit Not 3-digit d) Whole hundreds Not whole hundreds (p126, Q3) This is a straightforward question on classification. You can revise or extend the question by asking students to decide on their own method of classification (this is the Japanese way of using 'open approach' problem solving when there are many possible answers). In fact, you could give ownership to your students by first asking each of them to produce their own set of 1, 2 or 3 digit numbers to classify! 15. Question and olution Write the temperature below the thermometers. Write in the missing sign. (p128, Q1) This question focuses on negative numbers using temperature as the context. Your students should not have difficulty identifying the values, that is, ( ) 7, 1, 3, 9, 5, 2 C 12

13 but might have more difficulty with the inequality signs between the values. 7 > 1 > 3 > 9 < 5 < 2 The 3 > 9 sometimes looks odd as 3 < 9, but keep referring to the positions of the numbers on a number line. You might find it helpful to have a horizontal extended number line on the board etc. 9 < 3 < Question and olution What is the rule? Complete the table and the graph. (p147, Q3) This is a really useful question for illustrating a number of concepts. First, though, your students must complete the table (which shows the divisors of each number) and the chart. You could ask students to spot the patterns and deduce that numbers divisible by 2 are in the '2' row numbers divisible by 3 are in the '3' row, etc. only one number, 1, has just one divisor. Or ask which numbers have exactly 2 divisors? (These are prime numbers.) which numbers have exactly 3 divisors? (These are square numbers.) An extension is to look for any numbers whose divisors, excluding the number itself, add up to itself. We can see that there is only one, that is 6 (as = 6). This is called a PERFECT number. Are there any more? (Not in 1 15, but 28 is the second perfect number.) A useful reference for perfect numbers is 13

14 17. Question and olution How could a 3- ice-cream be made from vanilla or strawberry or lemon? (p154, Q3) This is an example of a 'combinatorics' question, that is, a counting question. We look for efficient ways to answer such questions or at least systematic ways of counting. We first assume that the actual position of each does not matter. Then, we could start by choosing vanilla (V) and could list the possible combinations, making sure that there are no repeats. V V L V L L L V V V V V V V L V L V V L L 6 possibilities 1st 2nd 3rd Now start with lemon (L) to give new possibilities. L L L L L L L L L 3 possibilities 1st 2nd 3rd Finally, starting with strawberry (), 1st 2nd 3rd 1 possibility This gives = 10 possibilities. 14

15 18. Question and olution In how many different ways can you colour the flags red, white, green and blue? Use every colour only once in each flag. There are 24 different ways (or 12, as the flags can be flown upside-down). (p167, Q1) This is another combinatorics problem. Yes, we could start colouring in, but it is much more efficient to make a chart (R, W, G and B). tart with red (R). R W G B B G W B W G G B B W G W o, starting with R, we have 6 possible flags, R W B G R G W B R B W G R W G B R G B W R B G W The same arrangement can be used for starting with W (white), G (green) or B (blue), to give = 4 6 = 24 possibilities Why are there only 12 empty flags in the book? This is partly to encourage students to think rather than rush into colouring and also as, for example, R W B G will also occur in the reverse colouring, G B W R. o there are only 12 distinct colourings if you ignore the vertical direction of the flag! An even quicker (and more mathematical) way of obtaining the answer is as follows: For the top row there are 4 choices of colour Having found the colour of the top row, there will be 3 choices of colour for row 2. Having found the colours of the first 2 rows, there will be 2 choices of colour for row 3. Having found the colours of the first 3 rows, there will be only 1 possible colour for row 4. This gives = 24 possibilities. (This method is only for very, very able Year 3 students!) 15

16 19. Question and olution a) List in increasing order all the 3-digit numbers which have digits 1 or 2. b) List in decreasing order all the 2-digit numbers which have digits 1, 2 or 3. Logical, systematic thinking is again required to give, for example: (p170, Q3) a) 111, 112, 121, 122, 211, 212, 221, Question and olution Make two 3-digit numbers using the numbers 0, 1, 3, 4, 5 and 8 so that: 108 and and 530 (p172, Q4) 401 and and 103 Again, logical thinking is needed. a) We need the two smallest numbers, so the HUNDRED digits must be 1 and 3 (we cannot start the number with 0) and use 0 and 4 for the TEN and 5 and 8 for the UNIT. For example, 105 and 348 to give sum = 453 (there are a number of possible solutions but they have the same sum, i.e. 145 and and and 345) b) This is the reverse of the problem in a), so we put 8 and 5 as the HUNDRED, 4 and 3 as the TEN and 0 and 1 as the UNIT, to give, for example, 840 and 531 with sum = 1371 c) We need to make the numbers as close to one another as possible so the first digits must 3 and 4 or 4 and 5. For 3 and 4, we have 385 (largest number) and 401 (smallest number) to give a difference of 16. For 4 and 5, we have 483 (largest number) and 501 (smallest number) to give a difference of 18. Hence we choose 401 and 385. d) This is the reverse of the problem in c). We cannot start the number with 0, so the two numbers will start with 1 and 8, and we choose 103 (smallest number) and 854 (largest number) to give a difference of

17 21. Question and olution How many triangles can you see in each diagram? (p174, Q4) The important aspect of this problem is to be able to generalise. For a), we clearly have For b), we have ( ) + ( ) = ( = 2 + 1) 2 half-size 1 large 3 ( ) + ( ) + ( ) = ( = 3 + 3) 3 one third-size 2 two third-size 1 large 6 For c), we have ( ) + ( ) + ( ) + ( ) = ( = 4 + 6) 4 quarter-size 3 half-size 2 three-quarter size 1 1 large 10 For d), we have ( ) + ( ) + ( ) + 2 ( four fifth-size ) + 1 ( large ) = 15 ( = ) 5 one fifth-size 4 two fifth-size 3 three fifth-size o what about the next triangle? It will have = 21, etc. 17